caa a22 4500 606239189 CHVBK 20210128101302.0 cr unu---uuuuu 210128e20150301xx s 000 0 eng 10.1007/s11218-014-9274-6 doi (NATIONALLICENCE)springer-10.1007/s11218-014-9274-6 Differences in students' school motivation: A latent class modelling approach [Elektronische Daten] [Hanke Korpershoek, Hans Kuyper, Greetje vander Werf] In this study, we investigated the school motivation of 7,257 9th grade students in 80 secondary schools across the Netherlands. Using a multiple goal perspective, four motivation dimensions were included: performance, mastery, extrinsic, and social motivation. Our first aim was to identify distinct motivation profiles within our sample, using the four motivation dimensions in a latent class analysis. Our second aim was to investigate the relationships between students' school motivation profiles and several educational outcomes (school commitment, academic self-efficacy, and academic achievement). The 6-cluster solution model best fitted the data. We found two clusters of students with consistent response patterns across all four motivation scales (well above and well below the average scores, respectively), two clusters of which one showed relatively high scores on mastery and social motivation and the other on performance and extrinsic motivation, and two clusters with extremely low scores on performance motivation and to a lesser extent on extrinsic motivation. The results revealed notable differences in school commitment and academic self-efficacy across the six clusters, but not with regard to academic achievement. Springer Science+Business Media Dordrecht, 2014 School motivation nationallicence Achievement goal theory nationallicence Multiple goal perspective nationallicence Secondary education nationallicence Latent class modelling nationallicence Korpershoek Hanke GION—Institute for Educational Research, University of Groningen, Grote Rozenstraat 3, 9712TG, Groningen, The Netherlands aut Kuyper Hans GION—Institute for Educational Research, University of Groningen, Grote Rozenstraat 3, 9712TG, Groningen, The Netherlands aut vander Werf Greetje GION—Institute for Educational Research, University of Groningen, Grote Rozenstraat 3, 9712TG, Groningen, The Netherlands aut Social Psychology of Education Springer Netherlands 18/1(2015-03-01), 137-163 1381-2890 18:1<137 2015 18 11218 https://doi.org/10.1007/s11218-014-9274-6 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s11218-014-9274-6 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Korpershoek Hanke GION—Institute for Educational Research, University of Groningen, Grote Rozenstraat 3, 9712TG, Groningen, The Netherlands aut NATIONALLICENCE 700 1- Kuyper Hans GION—Institute for Educational Research, University of Groningen, Grote Rozenstraat 3, 9712TG, Groningen, The Netherlands aut NATIONALLICENCE 700 1- vander Werf Greetje GION—Institute for Educational Research, University of Groningen, Grote Rozenstraat 3, 9712TG, Groningen, The Netherlands aut NATIONALLICENCE 773 0- Social Psychology of Education Springer Netherlands 18/1(2015-03-01), 137-163 1381-2890 18:1<137 2015 18 11218